PEP Book 7 六上Unit 1 How can I get there？教学设计公开课.docx

PEP Book 7 Unit 1 How can I get there?(Part A Let's try & Let's talk)【教学理念】义务教育英语课程标准(2022年版)指出：核心素养是课程育人价值的集中表达，是学 生通过课程学习逐步形成的适应个人终身开展和社会开展需要的正确价值观、必备品格和关 键能力。英语课程要培养的学生核心素养包括语言能力、文化意识、思维品质和学习能力等 方面。教师在教学设计与实施中要以主题为引领，以语篇为依托，通过学习理解、应用实践 和迁移创新等活动，引导学生整合性地学习语言知识和文化知识，进而运用所学知识、技能 和策略，围绕主题表达个人观点和态度，解决真实问题，到达在教学中培养学生核心素养的 目的。【教材解读】本单元以问路为主要话题展开教学，设计了关于问路的一系列情景对话和任务型活动。学生 在之前的学习中已经会用“Where is/are.？对物体位置进行提问，并能根据具体情况运用 in , on , under, in front of, behind等方位词进行相应的回答。通过本单元的学习，学生应学 会用更多的英语描述事物的具体位置，并能根据情况灵活变通语言表达，在实践、合作中培 养学生的学习兴趣和积极的学习态度，开展学生的语言运用能力和交际能力。一、单元教学目标：(-)知识目标.能够掌握A、B局部Let' s learn和Let' s talk中的四会单词和重点句子。1 .能够听、说、认读A、B局部Let s talk和Read and write中的三会单词。2 .能够理解，会唱歌曲：Where is the hospital?3 .能够独立完成Let，s check和Let' s wrap it up中的相关练习。(-)能力目标.能够简单描述城市、城镇或社区内公共设施的大致位置。1 .能够询问路线并简单回答。3,能够了解地图的基本标识，并能简单描述位置。(三)情感目标L培养学生的学习兴趣和积极的学习态度。2.培养学生团结友爱、乐于助人的良好品质，使学生能够积极地与他人合作，互相帮助，共 同完成学习任务。二、课时教学目标：l.Ss will be able to finish the tasks in "Let' s try" correctly.2,Ss will be able to read the dialogue with correct pronunciation and intonation.3.Ss will be able to use the key sentences: "Where is the？ If s near/next to/behind/” to ask and answer about the places in a real situation.4,Ss will be able to listen, say and read the words: museum, postcard, post office, send, ask, sir.三、教学重难点：重占Ss can read the dialogue with correct pronunciation and intonation.1. Ss can use the key sentences: "Where is the？ If s near/next to/behind/” to ask and answer about the places.难点：l.The pronunciation of “museum” .2. Ss can use the key sentences in real communication.【教学过程】Stepl. Warm-up1 .Greetings.Enjoy a song: Where is the hospital?【设计意图】师生问候，拉近距离。播放教材歌曲，活跃课堂气氛，激发学生学习兴趣，同 时导入本节课的主题。Step2. Presentationl.Lef s guessT: From the song, we can see this picture. Look! Who are they?Ss: They are Wu Binbin and Robin.T: Yes, where are they?Ss: They are in the school.T: Listen. The school bell is ringing. School is over now. Where are Wu Binbin and Robin going? Can you have a guess?Ss: Maybe they are going to2. Let' s try(1' Listen and tickT: Where are they going? Let1 s go and have a look. Wow! They are looking at some robots. There are so many different robots here. So where are they? And we know Binbin' s grandpa likes robots very much. Is he looking at the robots with them too? Now let' s listen and tick the right answers.Let s checkT: Where are they?Ss: In the museum.T: Right. We can see robots in the museum. (Teach: museum)T: Is Grandpa there?Ss: No, he isn' t.T: How do you know?S: Because they will buy some gifts for Grandpa.T: Well done.3.Think and guessT: They will buy some gifts for Grandpa. Please think and guess what gift Binbin wants to buy for Grandpa.Ss: Maybe he wants to buy© Think and guessWhat gift does Binbin want to buy?Maybe he wants to buy.4.Let* s talk(1' Listen and find outWhat gift does Binbin want to buy? (He wants to buy a postcard.)Teach: postcardRead and answerT: Where can we buy a postcard?Ss: We can buy a postcard in the supermarket/shop/post office/-T: There is a museum shop there. So Binbin and Robin will go to the museum shop and buy a postcard. But where is the museum shop? Now read Binbin and Robin, s dialogue and find the answer.Wu yifan： Robin, where is the museum shop? I want to buy a postcard.Robin： It's near the door.Wu Yifan： Thanks. Where is the post office? I want to send it today.Robin： I dont know. Ill ask. ExcuseWhere is the museum shop?It*s near the door.Read and answer(If s near the door.)me, sir.Man： Wow! A talking robot! What a great museum!Robin： Where is the post office?Man： It's next to the museum Robin： Thanks.13 Listen and answerT: Now Binbin knows where the museum shop is. He goes to the museum shop and buys the postcard with Robin. Then he writes something to his grandpa on the postcard. What does he want to do next ? Listen.(Wu Binbin: I want to send it today.)Ss: He wants to send it today.T: What does “send" mean? A 寄 B 给 Ss: A.T: Right. Binbin wants to send the postcard today. Now let' s read the sentence better.I want to send it today. (Ss try to read the sentence.)T: Where can he send a postcard?S: In the post office.(Teach: post office)Where is the post office? He is asking Robin. But does Robin know it? Listen.(Robin: I don' t know. T II ask.)Ss: No.T: Robin doesn' t know where the post office is, so he will ask somebody in the museum.4 Look and sayT: Now he is asking a man in the museum. But look at the man. How does he feel?T: He is so surprised. Why?SI: Because-(Man: Wow! A talking robot! What a great museum!)T: Yes. Because Robin is a robot, but he can talk. Now, who can be the man and say like him.Ss try to imitate the man.Look and sayHow does the man feel (感觉)?Excuse me, sir.Wow!A talking robot!What o great museum!He is so surprised (惊奇的).5Watch and answerT: The man knows where the post office is. Let' s watch the video and answer. Where is the post office? (If s next to the museum.)T: Now Binbin can send the postcard to his grandpa today. He is so happy.6 Listen and imitateRead by yourself8Let' s challengeChallengel Read in rolesChallenge? Let' s dubRead in roles 三人分角色朗读，注意语音、语调和情感哦!Correctly表达准确 Fluently 雌谢 Vividly 情感至啦Wu Yifon： Rob»n, where is the museum shoppy I wont to buy o postcord?Robirv It's near the doorWu yifon： Thanks. Where 6 the post office、 I wont to send inoday.、Robin： I don't know. Til ask Excuseme, sir.Man Wow1 A talking robot! What a greet museum1、Robie Where is the post office?Mon： It's next to the musewn、Robin Thanks.9Let' s thinkT: From this dialogue, how do you think of Robin?Ss: He is.Lets thinkHe is helpful and polite.He is helpful and polite.How do you think（认为）of Robin?【设计意图】以歌曲中的主情景图为出发点，让学生们猜想吴斌斌和Robin放学后会去哪 里，激发学生兴趣，自然导入Let，s try局部。接着以Let，s try局部吴斌斌和Robin想为 爷爷买礼物为主线，让学生猜想买什么，去哪里买，买了之后做什么，环环相扣，步步为营， 解决文本中的重难点。同时，引导学生观察教材插图，培养学生利用插图获取关键信息的能 力。最后，设计更深层次的问题 学习文本后你认为Robin怎么样？培养学生思维的深刻性， 同时明白问路时要有礼貌。Step 3.PracticeHook, read and choose（l）Look and sayT: Robin is helpful. He can help many people. Now Oliver wants to go to some places. He is asking Robin for help. First, let1 s see where Oliver wants to go. （Teach: bookstore）Look, read and chooseNow Oliver wants to go to some places.A.bookstore)1) Oliver: Robin, where is the C ? I want to buy some books.Robin: Look at the map. Here it is. 2) Oliver: Robin, where is the DRobin: Look at the map. Here it is. 3) Oliver: Robin, where is the 卜. r v? I want to learn English.? I want to send a letter.Robin: Look at the map. Here it 4s.4) Oliver: Robin, where is the B ? I want to see the talking robots.Robin: Look at the map. Here it is. But you can look at me. I'm a talking robot.Read and choosePair workT: Now can you be Oliver and Robin. Choose one place and read the dialogue in roles.Ss choose one dialogue and read it in roles.【设计意图】延续Let stalk中“Robin is helpful.”这一结论，利用教材配套课堂作业本的 相关内容操练重点句型。同时，Oliver的每次询问地点都带有句型,1 wantto.让学生明 白在真实语境中，询问地点需要带有目的性,而不是简单的机械操练，为拓展环节做好铺垫。 Step 4. Consolidation1 .Group workT: Robin can help Oliver with a map. He also has BDS. He can help people find places. Now Zhang Peng and Chen Jie want to go somewhere. They are asking Robin for help.Know the cityT: First, lef s get to know this city. Where is it? What can you do here? cinema: You can see a film in the cinema.hospital: You can see a doctor in the hospital.restaurant: You can have lunch or dinner in the restaurant.2 .Group workT: Work in three. One is Robin, the others are Zhang Peng and Chen Jie. Choose the places you want to go and make a dialogue.Group work三人小组，1人扮演Robin,其他2人选择想去的地方，选择其中一个来挑战吧!Correctly表达准确Fluently表达流利Vividly表演生动Challenge】Chen Jie: Hi, Robin. Where is the.?Robin: Ifs near/next to/behind/in front of the.Chen Jie: Thanks.Zhang Peng: Where is the.?Robin:.Challenge? /哥参考句型：Can you help me?Is there a.?I want to.Is it near/next to/behind/.the.Where is it?Its near/next to/behind/.the.【设计意图】回归主情境图，吴斌斌和Robin去了博物馆,现在张鹏和陈杰也想去某个地方,他们寻求Robin的帮助，三人小组创编对话，运用本节课所学重点语言。两种不同难度的挑 战满足不同层次学生的需求，学生可以根据自身情况，选择适合自己的挑战。Step5. Homework.l.Must do:(l)Listen and repeat the dialogue emotionally.(2)Show your new dialogue to your classmates.2.Choose to do:Talk about the places in Changxing.【板书设计】Unit I How we get there? A Let talk【课后反思】本课时要求学生使用重点句型询问某地点在哪里，并用正确的方位介词回答。在三、四 年级，学生已经学习句型：Where is？ t s on/in/under,-;在五年级，学生已经学习方位介 词:behind, in front of, between 所以本课时的学习对大多数学生而言并不是很难。所 以本课结束时，大多数学生能够使用重点句型相互询问和回答某地点在哪里。本节课，我以教材主情景图为出发点，贯穿整节课，整体性较强。在对话的处理过程中， 也采用了一环扣一环的方式，使学生更容易理解和掌握文本。同时，我也关注到了文本里一 些难点句子和带有感情句子的朗读，在各个教学环节中就处理掉，为后面的分角色朗读、配 音等环节做好准备。学生学习效果较好。但是本课仍有一些缺乏之处：本课时是一节对话课，但是生生之间的对话操练略显不 足。局部环节之间的过渡显得比拟生硬，比方解决文本之后到听音模仿环节，不能直接跳 过来，而是可以用自己的语言简单地对对话做个总结。所以各环节之间需要再好好设计一下 过渡语。学生表演后的评价不够精准。不能简单地问学生“How many stars can he/she get?”，而是应该根据设计的每一个评价标准，问学生该生是否到达。这样学生才能知道自己 在哪方面需要努力。针对这些缺乏，在今后的教学中必将更加注意，时刻反思自己的缺乏，努力做得更好。 同时，我也要多学习其他老师的优秀课例，取他人之长，补己之短。